Checklist for Curricular Change Proposals

WINONA STATE UNIVERSITY CHECKLIST FOR CURRICULAR CHANGE PROPOSALS

Course or Program English BA Major: English--Applied Linguistics (ENGA)

This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for Accomplishing Curricular Change. For each course or program proposal submitted to A2C2, this checklist should be completed and signed by the submitting department's A2C2 representative. Peer review of proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just the ideas proposed or drafts of proposals. If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals have the same status as newly submitted proposals. Note: This form need not be completed for notifications nor should it be included in proposal copies.

1. The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions, rationales, and notifications have been provided. X Completed

2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable. X Completed ______NA

2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions on this matter. X Completed ______NA

3. Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered. X Completed Name and office phone number of proposal's representative: ______

4. Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at which this proposal is considered. X Completed ______NA

5. The course name and number is listed for each prerequisite involved in this proposal. X Completed ______NA

6. In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations. X Completed ______NA

7. In this proposal for a new or revised program, the following information for each required or elective course is provided: a) The course name and number. b) A brief course description. c) A brief statement explaining why the program should include the course. X Completed ______NA

8. This course or program revision proposal: a) Clearly identifies each proposed change. b) Displays the current requirements next to the proposed new requirements, for clear, easy comparison. ______Completed X NA

9. This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation. Accessibility of the cited publications for use in this proposed course has been confirmed. ______Completed X NA

______Department's A2C2 Representative Date WINONA STATE UNIVERSITY PROPOSAL FOR REVISED PROGRAMS AND NEW PROGRAMS

Use this form to submit proposals for revised majors, minors, concentrations, options, etc.

Note: A department, with its dean’s approval, may change up to two courses per year within an existing major, minor, concentration, option, etc., per year without seeking review of A2C2 and/or graduate Council, provided that (1) the total credits do not increase or decrease for the major, minor, concentration, option, etc., and (2) the change does not affect other departments or the University Studies Program. A2C2 and/or Graduate Council do, however, wish to be informed of these changes. Use form Notifications.

If a department wishes to make more extensive revisions to an existing major, minor, concentration, option, etc., complete and submit this form with the appropriate number of copies. Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes. ______

Department: English

Title of Program: BA Major: English—Applied Linguistics

Revised: ______Major ______Minor ______Concentration ______Option ______Other

New: X Major Minor ______Concentration ______Option ______Other

Total credit hours: 40 S.H. Classroom Hours ______Lab Hours ______

Proposed Implementation Date: Fall 2006

Please attach to this proposal a narrative with the following information:

A. Statement of major focus and objectives of the revised program.

B. New Catalog Content

1. Provide a list of program content as it would appear in the catalog including required courses, electives, etc., by number and name. Include the number and name for each prerequisite, and all prerequisites of proposed prerequisites. All such prerequisites, and prerequisites of prerequisites, should be included in the total credit hour calculations for the revised program. 2. New catalog narrative, if any.

C. Description of Revisions, to include

1. A display of current program requirements next to proposed new requirements for clear, easy comparison. 2. A clear identification of each proposed change. 3. The following information for each required or elective course: a. Course number and name, b. A brief course description, and c. A brief statement explaining why the program should include the course.

Attach a Financial and Staffing Data Sheet.

Attach an Approval Form.

Department Contact Person for this Proposal:

______Name (please print) Phone e-mail address WINONA STATE UNIVERSITY FINANCIAL AND STAFFING DATA SHEET

Course or Program BA Major: English—Applied Linguistics (ENGA)

Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.

Please answer the following questions completely. Provide supporting data.

1. Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by adjunct faculty, include a rationale.

This major will be taught with existing staff

2. What impact would approval of this course/program have on current course offerings? Please discuss number of sections of current offerings, dropping of courses, etc.

This major will not alter the requirements for any of the English majors. No additional courses are being created so there will be no effect on current offerings.

3. What effect would approval of this course/program have on the department supplies? Include data to support expenditures for staffing, equipment, supplies, instructional resources, etc.

No impact WINONA STATE UNIVERSITY APPROVAL FORM

Routing form for new and revised courses and programs. Course or Program BA Major: English-Applied Linguistics (ENGA)

Department Recommendation

______Department Chair Date e-mail address

Dean’s Recommendation _____ Approved _____ Disapproved

______Dean of College Date

A2C2 Recommendation _____ Approved _____ Disapproved For: _____ Major _____ Minor

______Chair of A2C2 Date

Graduate Council Recommendation _____ Approved _____ Disapproved (if applicable)

______Chair of Graduate Council Date

______Director of Graduate Studies Date

Faculty Senate Recommendation _____ Approved _____ Disapproved

______President of Faculty Senate Date

Academic Vice President Recommendation _____ Approved _____ Disapproved

______Academic Vice President Date

Decision of President _____ Approved _____ Disapproved

______President Date

Please forward to Registrar.

Registrar ______Please notify department chair via e-mail that curricular change has been recorded. Date entered A2C2 New Program Proposal: B.A. Major: English—Applied Linguistics (ENGA)

A. Statement of Major Focus and Objectives: The English B.A. major in English-Applied Linguistics will provide WSU undergraduate students

The design of the English B.A. major in English-Applied Linguistics is based on the following major focus and objectives:  Exposure to theories of second language acquisition and their implications for language teaching  Knowledge of Applied Linguistics and TESOL theories and methods, the history of approaches to teaching ESL, and the application of teaching resources  Understanding of the structural features of English and methods for teaching English grammar to non-native speakers  Ability to evaluate Applied Linguistics research findings and to apply findings of research studies to teaching practice and undergraduate level research  Understanding of language as a vehicle for all forms of communication; recognition of language within social, psychological and cultural context

B. New Catalog Copy: English Department catalog copy will need to be revised as indicated by bold italics:

PURPOSE The English Department is concerned with the English language as art and communication. At the lower academic levels, courses are designed to help students acquire competence in reading and writing, thinking critically, and understanding and responding to aesthetic values. At the upper levels, the emphasis shifts increasingly to British and American literature and to more sophisticated forms of writing and linguistic studies. Students majoring in English should complete the lower-division requirements in English before registering for the upper-division courses. For English majors and minors, with the exception of the B.S. major in English-TESOL (ENGT), the B.A major in English-Applied Linguistics (ENGA), and B.A. minor in English-TESOL (ENGT), ENG 290 is a prerequisite to all English courses numbered 300 or above.

PREREQUISITES Prerequisites to all major and minor programs in English, with the exception of ENGT and ENGA: ENG 111 and ENG 290. Prerequisites for ENGT and ENGA: ENG 111

B.A. MAJOR: ENGLISH—Applied Linguistics (ENGA)

40 s.h.

REQUIRED COURSES (21 s.h.) ENG 250 Grammar and Usage (2) ENG 328 English Syntax (3) ENG 350 Introduction to Language Study (3) ENG 480 Theories of Second Language Acquisition (3) ENG 481 TESOL Theories and Methods (3) ENG 483 Pedagogical Grammar (3) ENG 484 ESL Materials, Resources and Assessment (3) ENG 490 Portfolio (1)

ELECTIVES (19 s.h.) Electives must be chosen from the following English courses: ENG 210 Advanced Expository Writing (3) ENG 211 Writing in Communities (3) ENG 221 Topics in World Literature (3) ENG 227 Topics in Language (1-3) ENG 324 Projects in Writing and Language (1-3) ENG 399 Internship (1-12) ENG 439 Technical Writing (3) ENG 461 Independent Studies (1-3) ENG 472 Seminar in Language and Discourse (3) ENG 482 Second Language Composition Studies (3) Other departmental or extradepartmental electives may be allowed with the approval of the department chairperson.

REQUIRED COURSES

English 250 - English Grammar and Usage—2 S.H. Study of basic concepts and elements of English grammar and usage. Offered yearly. Prerequisites: none

Role in Program: This course introduces students to the basic elements of grammar and structural features of English, all of which are important foundations to teaching ESL.

English 328 – English Syntax—3 S.H. The structure of modern English as described by traditional grammarians and modern linguists; application of linguistics to the analysis of style. Offered yearly. Prerequisites: ENG 111 or instructor’s permission.

Role in Program: This course extends the work that students began in ENG 250 by taking students into a deeper more complex understanding of structural features of English.

English 350 - Introduction to Language Study—3 S.H. An introduction to the study of language systems and their relationships to the cultures in which they function. Offered yearly. Prerequisites: ENG 111 and ENG 290 or instructor’s permission.

Role in Program: The course Introduces students to the study of the core English language systems and, for teachers, important linguistic areas such as phonetics, phonology, morphology, semantics, pragmatics, sociolinguistics, psyscholinguistics and language and culture.

English 480 - Theories of Second Language Acquisition—3 S.H. This course introduces students to core issues in second language acquisition and research. Students work to understand what is occurring linguistically, cognitively, and socially as humans learn languages beyond their native language. The course focuses on both theoretical and pragmatic interactions among learner, language, and context. Prerequisites: ENG 111 and 350 or instructor’s permission.

Role in Program: This course exposes students to theories of second language acquisition and their implications for language teaching. The course is foundational to work in TESOL.

English 481 - TESOL Theory and Methods—3 S.H. The course examines theories, methods and techniques of teaching English to speakers of other languages (TESOL) including psychological, socio-cultural, political, and pedagogical factors affecting learning and teaching and the influence of these factors on current teaching methods. Prerequisites: ENG 111 and 350 or instructor’s permission.

Role in Program: This course introduces students to various TESOL teaching theories and methods. The course also addresses historical approaches to teaching ESL and pragmatic application of teaching resources. The course is essential for becoming an effective ESL classroom teacher/practitioner.

English 483 - Pedagogical Grammar—3 S.H. In this course students examine the structural features of English as they apply to the teaching and learning of English as a second or foreign language. The primary focus is on explaining grammatical concepts within pedagogical contexts. Prior experience in the formal study of English grammar is necessary background for the course. Prerequisites: ENG 111 and 328 or instructor’s permission.

Role in Program: This course allows students to apply what they learned about the structural features of English (250/328) to various pedagogical contexts in TESOL (it is not enough to know grammar, students also need to be able to present/teach it).

English 484 - ESL Materials, Resources, and Assessment—3 S.H. The major focuses of this course will be on preparing and assessing ESL materials and resources and on language testing and evaluation. Students examine principles guiding successful ESL material development and test creation, analyze existing ESL resources, develop course materials, evaluate materials for their suitability in a sample lesson, and prepare exams for a variety of student levels. Prerequisites: ENG 111 and 350 or instructor’s permission.

Role in Program: This course prepares students in ESL material development and assessment. Also, it allows students to develop ability to evaluate linguistic research findings in material development and assessment and to apply those findings to teaching practice. Students need to know what materials are available and how to assess all four language skills. English 490 - Portfolio—1 S.H. Students compile portfolio materials including a vita, a critical introduction, and selected papers and projects from their former coursework. Required of all English majors as a capstone project in the senior year.

Role in Program: This course gives students the opportunity to show their development within the different areas of applied linguistics they have been exposed to during the program and provide evidence to illustrate their skills.

ELECTIVE COURSES

English 210 - Advanced Expository Writing—3 S.H. An advanced course in writing essays, stressing the development of a mature writing style and evaluative abilities. Offered every semester. Grade only. Prerequisite: ENG 111.

Role in Program: This course focuses on student writing so that students develop their ability to use written language as a vehicle for effective communication.

English 211 – Writing in Communities — 3 S.H. The study and practice of writing as a means of participation in a diverse, democratic, and literate society. Offered yearly. Grade only. Prerequisite: ENG 111.

Role in Program: This course focuses on student writing so that students develop their ability to use written language as a vehicle for effective communication. The course concentrates on using language in real community contexts.

English 221 – Topics in World Literature—3 S.H. A general introduction to literatures which reflect cultures outside the United States and Great Britain. Each class will have a specific focus. Offered yearly. Grade only.

Role in Program: This course uses literature to introduce students to diverse cultural contexts and practices.

English 227 - Topics in Language—1-3 S.H. Study of a topic of current importance in linguistics such as language variation, world English, language and culture, language and gender, or any other area of language in society. Variable content published in semester schedule. May be repeated to a maximum of 9 credits.

Role in Program: This introductory course can help prepare students for later courses in the program—topics addressed include language and communication, language and gender and language within social, psychological and cultural contexts.

English 324 - Projects in Writing and Language 1-3 S.H. Special projects in writing, publishing, and/or language, including such work as tutoring writing, teaching English as a Second Language, editing literary publications, or other similar undertakings. Specific project announced in class schedule. Offered yearly. Prerequisite: English 111 or instructor’s permission.

Role in Program: This course offers students early opportunities for practical teaching and tutoring experience in TESOL in a controlled environment.

English 399 - Internship—1-12 S.H. Supervised, practical experience in a wide variety of fields. Must be arranged well in advance of the registration period. P/NC Only.

Role in Program: This course offers students extended and supervised opportunities to gain practical teaching experiences in TESOL in a variety of settings. Internship possibilities exist domestically as well as abroad.

English 439 - Technical Writing—3 S.H. The theory and practice of technical writing. Offered yearly. Prerequisites: ENG 111 (and ENG 290 for English majors and minors).

Role in Program: This course focuses on student writing so that students develop their ability to use written language as a vehicle for effective communication. The course focuses on technical writing as its own socio-cultural context of communication.

English 461 - Independent Studies—1-3 S.H. Independent studies determined by the needs of the individual student. Offered by previous arrangement only. Offered every semester. Prerequisites: ENG 111

Role in Program: This course provides the students, together with a faculty advisor, an opportunity to identify a particular area of interest within the teaching of ESL, and develop their understanding of that area further by intensive individual study.

English 472 - Seminar in Language and Discourse—3 S.H. Advanced study of topics in language and linguistics. Variable content depends on the discretion of the instructor. Topics may include history of the English language, sociolinguistics, psycholinguistics, language and social context, contrastive rhetoric, pragmatics, and language and culture. Prerequisites: ENG 111 and ENG 350 or instructor’s permission.

Role in Program: The variable content of this course allows the students to gain further understanding in any number of important issues in the teaching of ESL, including looking at language within social, psychological and cultural contexts

English 482 - Second Language Composition Studies—3 S.H. The course is a survey of theories of second language writing, including analysis of theoretical perspectives and pedagogical materials. This may also include application of TESL theory and methods to the teaching of composition. Prerequisites: ENG 111 and 350 or instructor’s permission. Role in Program: This course is designed to familiarize the students with the importance of writing/composition as an important vehicle for general and academic communication that is partly culturally bound. The students will learn how to specifically address, teach and assess written language skills for ESL students.